|Semester 1 Credit Value:||20|
This module combines anthropological and sociological perspectives on culture and comparison. The module introduces students to the concept of culture and debates surrounding the term, and to a number of issues in comparison. The module will work through themes such as:
•How have the disciplines of anthropology and sociology conceptualised culture, and how have individual social theorists used the concept of culture?; How has the idea of culture changed over time? ; In what diverse cultural ways have we lived (over the last two centuries) and do we live today? ; The challenge of understanding cultural diversity, and some key approaches and concepts; The dynamics of asserting and reproducing cultural difference.
• The construction of Otherness and the problem of ethnocentrism; Why compare? What do we mean by comparing and why is comparison a core social scientific task? ; Problems of comparison: translation and understanding in ethnography and other intensive methodologies; Ways of thinking about the social, political, spatial and temporal relations of culture.
A range of methods for analysing different cultural media and forms will be studied - including museums, festivals, films, music, television. Students will also learn ways of understanding the cultural constitution of selves and others.
The module takes as a substantive focus certain fundamental institutions of social life: different forms and conceptions of family, household and kinship; social differentation; social classification; language; the social life of things; and religion and the body.
This module therefore introduces students to the ways in which anthropologists and sociologists have analysed and compared the cultural. The module asks what is meant by 'culture' and how that has been answered in different ways at different times, as well as laying out the intellectual and theoretical basics of anthropology and sociology for university study.
The module will be organised around linked anthropological and sociological strands, in which students are introduced to the analytical task of making comparisons between cultural contexts, defined in terms of both time and space. The substantive focus on the family, household and kinship; social differentiation; social classification; language; the social life of things; ritual; religion and the body provides a framework for these explorations.
As indicated under ‘Aims’, the syllabus encompasses the following issues:
How have the disciplines of anthropology and sociology conceptualised culture, and how have individual social theorists used the concept of culture?
How has the idea of culture changed over time?
In what diverse cultural ways have we lived (over the last two centuries) and do we live today?
What are the challenges of understanding cultural diversity, and what are some key approaches and concepts to assist with that?
What is the construction of Otherness and the problem of ethnocentrism?
Why compare? What do we mean by comparing and why is comparison a core social scientific task?
What are ways of understanding the cultural constitution of selves and others.
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||8||1:00||8:00||Seminar|
|Scheduled Learning And Teaching Activities||Workshops||9||1:00||9:00||Film showing in second hour of one of the lecture blocks|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||4||0:00||0:00||4 x1 hr for assessed feedback.|
|Guided Independent Study||Independent study||1||159:00||159:00||N/A|
Lectures are utilised to introduce students to the scope of the subject, theoretical perspectives, and empirical evidence. They provide the narrative thread around which students’ own reading should take place. Seminars are organised to encourage students to explore their developing understanding of the cultural field, and to discuss how this understanding might be applied to analyses of a specific popular cultural form. The workshop is designed to enable students to prepare for the module assessment through groupwork and discussion.
Ethnographic films are used to help make more vivid the students’ experience of what anthropology is, what participant observation entails, and how the business of making sense of unfamiliar practices has been done. These play an important part in making anthropology’s comparative goals apparent, and in demystifying the process of doing anthropology.
Assessment surgeries are opportunities for students to have one to one meetings with the lecturers and discuss the feedback on their essays and on their exams so as to build on experience gained and improve future performance.
Office hours are an important form of contact with students seeking clarification on a range of teaching and learning issues including clarification on material covered in lecture, structure of module, content of independent reading, and preparation for assessment.
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||25||4 seminar reading short synopses|
This module involves three methods of formal assessment.
The unseen exam obliges students to think on thier feet and produce succinct arguments answering two essay questions.
The essay requires student to apply thier understanding of sociological and anthropological perspectives on culture to specific questions on module content of their choice. It also permits students to explore two topics in some depth by requiring them to read around the topic as well as draw from and organise resources to develop an argument.
The seminar reading synopses are short (250 word) reflective summaries of the seminar reading materials that students will be required to submit to their TAs before attending seminar. This is to encourage students to prepare in advance for seminar discussion and to develop their analytical thinking of sociological materials. The assessment also aids the development of critical writing skills and the chance to 'try out' their understanding of complex academic materials in advance of essay and exam preparation. Finally, this assessment strategy will enhance the in-class seminar experience as students will be able to speak more confidently about the seminar reading materials, having aquired first-hand knowledge of them in advance. Of the eight seminars students will be offered the chance to choose which 4 seminars they will produce synopses for. Each of them will be worth 6.25% of the final mark.
The resit will be 100% formal examination - duration 3 hours.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.